_____________________________________________________David McNeale

Page 1 of 21

LITERATURE MAP
Research Problem:
Research has confirmed the data from this rural Diocese that fewer people are being attracted to the position of School Principal. Furthermore, those who are attracted to the role, remain in it for a short period of time. Unless we have leadership sustainability attracting and retaining Principals - within our schools, the Catholic Education system is likely to lose its identity, authenticity and effectiveness.

Research Purpose:
To explore the roles undertaken by Principals in this rural Diocese.

Four concepts have been identified that illuminate the stated research purpose. These concepts are

1. Leadership Succession; 2. Leadership Sustainability; 3. Leadership Competencies and Capabilities; 4. Changing Roles of Leadership.

_____________________________________________________David McNeale

Page 2 of 21

1. Leadership Succession
There are a number of different interpretations of what leadership succession means. The National Academy of Public Administration (1997, cited in D'Arbon, Neidhart, Dorman, & Carlin, 2002) gives this definition:

It is a deliberate and systematic effort to project leadership requirements, identify a pool of highly potential candidates, develop leadership competencies in those candidates through intentional learning experiences, and then select leaders from among the pool of potential leaders.

As Canavan (2001) notes, there is little evidence that Catholic organizations have embraced leadership succession strategies, apart from an ardent prayer that there will be someone out there somewhere who will be able to fill the vacancy! Yet, sooner or later, every Diocesan Catholic Education Office or Catholic school will have to decide how it will manage leadership succession. The proactive option is the development of a leadership succession management plan. Such a plan would ensure that when a vacancy occurs there is a pool of suitably prepared people for the position. Those responsible for the appointment can then have confidence that some of the applicants will have been exposed to the professional development activities for future leadership and possess potential for succeeding in the position. In this way, the succession plan reduces the likelihood of making a risky appointment or having to readvertise the position. Canavan suggests that it is also more likely to achieve a smooth leadership transition.

Canavan cites some ten common views about effective leadership succession planning gleaned from research literature. Firstly, the top leadership of the organization must be personally involved and deeply committed to the growth of the next generation of leaders. Furthermore, the senior staff at both system and school level must share the ownership of the plan and accept responsibility for its implementation. There is also a need to collect data from staff about career and leadership aspirations and their perceived professional development needs.

Succession planning involves clearly defining the requirements and core competencies for the key positions and then identifying should be developed to fill these positions in the future. Canavan says that the preferred approach identifies and develops a pool of potential leaders rather than a group of replacements for the current positions. Rather than select high potential staff and then develop them, schools and systems would be more successful if they develop first, then select and appoint.

_____________________________________________________David McNeale

Page 3 of 21

Fullan (2002) puts it this way:

Succession is more likely if there are many leaders at many levels, but also must be addressed in its own right. Organizations at all levels must set their sights on continuous improvement, and for that they must nurture, cultivate, and appoint successive leaders who are moving in a sustained direction.

The succession plan must be flexible, simple and embedded within the strategic management plans of the school and system. Inherently, it must also be responsive to and understanding of the school and system culture, leadership and management requirements. Throughout the plan there is a need for specific timelines and identification of those responsible for implementation of specific developmental plans or components of plans.

The next generation of school leaders will need to direct Catholic education at a time of continuing change and turmoil in both Church and society. There will be much expected of them as leaders of a faith community, their competence and confidence in evangelising in an increasingly secular world. This suggests that the knowledge, skills and abilities of the future leaders will be different from those of todays leaders. Canavan believes, that, without some planned intervention the future provision of high quality leadership for Catholic schools, colleges and universities cannot be assured.

It is incumbent upon the present generation of school leaders says Canavan to take steps to ensure a steady supply of well-prepared, future-oriented leaders with a passionate commitment to Jesus and his Gospel. The future authenticity and effectiveness of the Catholic education system is inescapably linked to the quality of the leadership that will characterise the school system in the future. The provision of this leadership cant be left to chance or whim. It is far too important for that!

Canavans Building Blocks for Leadership Succession (figure 1) a twelve phase management process designed to facilitate leadership succession in Catholic education is based on five major assumptions, being the need to enhance the long-term evangelisation thrust of Catholic schools; the need for all schools to realise their goals; the need to ensure leadership continuity at all levels;

_____________________________________________________David McNeale the need to identify future leadership requirements; the need to develop a pool of potential leaders.

Page 4 of 21

The components of Canavans process are not isolated from each other but rather in dynamic interaction with each other and many other variables within the school and system. It must be something adaptive to changing circumstances. He states that this process is a critical element in establishing a leadership succession mindset for the school and system.

QuickTime and a TIFF (LZW) decompressor are needed to see this picture.

Figure 1: Building Blocks for Leadership Succession

Canavans first step is to clarify and articulate the school or systems future strategic direction. Once that has been done, the leadership competencies can be established and future leaders

_____________________________________________________David McNeale

Page 5 of 21

identified and developed. Inherent in this is the specific articulation of the vision, mission, culture and priorities that binds and motivates the community.

Establishing the criteria and competencies for the various positions is the second building block. In this, the specific knowledge, skills and attitudes required of current and future leaders will be put in place. Canavan suggests that the involvement of a cross section of staff in the development of the competencies should ensure some ownership of the outcomes.

Identifying future leaders through a variety of assessment strategies and maintaining pools of high potential staff at various levels of the school or system is the third of Canavans blocks. The objective in this is to prepare a pool of people against the stated competencies.

Providing developmental opportunities critical to an individuals leadership preparation linked directly to the present and future knowledge, skills and competencies are next. This could be through relieving in other positions, serving on key committees, representing the school or system at relevant conferences, serving on selection and appraisal panels and the like. In some situations, it may be more beneficial to work with individuals in identifying gaps in their own preparation.

Canavans fifth building block is to identify the disincentives that discourage staff from applying for advertised vacancies and putting in place appropriate incentives. It is necessary to identify those things that hinder talented people from applying. When those disincentives are known, the school and system are in a position to minimise them or to instigate some incentives that may offset the disincentives.

Schools and systems committed to succession planning Canavan says will be aware of the desirability of retaining staff with significant leadership potential. He suggests that this can be achieved through identifying those who should be retained, letting them know this and providing developmental opportunities.

Those staff members who would aspire to leadership positions should also accept personal responsibility for their own professional development and career planning. Whilst the school or system has a responsibility to develop the individual, care needs to be taken of a mindset whereby the individual holds the school or system responsible for career advancement.

_____________________________________________________David McNeale

Page 6 of 21

The eighth building block recognises that some individuals will feel passed over when they are not immediately successful in applications and ensuring that they remain motivated in their current positions. This is a very sensitive area and requires much wisdom and honesty in feedback. Some may require further coaching and development whilst others may have unrealistic perceptions of their own abilities and readiness for the position.

Critical to the succession plan is the premise that the individuals currently in the school or systems leadership must be enthusiastic and supportive in preparing the future leadership. If the support of the top leadership is lacking succession planning cannot and will not succeed.

The tenth building block recognises that different schools or systems at different times require different leaders and that different communities have different needs and expectations. In this there needs to be a congruence between the specific position requirements, the talents of the individual and the culture of the school or system.

The provision of a quality induction program for newly appointed leaders is essential to the success of the plan. Canavan suggests that this must also include some organisational and professional socialisation into the individuals new role. The induction program needs to be extensive and ongoing for the first two years in the role.

Canavans final building block is to communicate about the management of succession planning with those with a stake in the future leadership appointments. There is a need to keep up the talk of leadership, culture and strategic direction both at school and system level.

There are many desirable outcomes of a succession plan. In Catholic schools implementing a leadership succession plan, Canavan states, there are a number of characteristics likely to be present. There will most certainly be a renewed focus on mission, vision and goals together with a dynamic culture of mutual encouragement to grow professionally. There will be a strategic continuity despite any change in the leadership as well as a confidence in the ability to effect a smooth transition. There will be a focus on developing leadership potential rather than leadership replacement. It will also ensure a disciplined approach to leadership and management in the school.

_____________________________________________________David McNeale

Page 7 of 21

2. Leadership Sustainability
Sustainable leadership outlives particular individuals. It does not disappear when leaders depart the school or system. Leadership succession planning is an investment in sustainable leadership. Hargreaves (2004) and Hargreaves and Fink (2003, 2004) define sustainability as:

Sustainability does not simply mean whether something can last. It addresses how particular initiatives can be developed without compromising the development of others in the surrounding environment, now and in the future.

They state that sustainability Is enduring rather than transitory, demanding committed relationships contributing to the growth and good of everyone; Develops and draws on resources and support at a rate equal to the pace of change; Cultivates and recreates a system that has the capacity to stimulate ongoing improvement on a broad front.

Hargreaves and Fink (2003, 2004) identified a number of principles of sustainable leadership that underpin the idea as a concept and strategy. They flowed out of research conducted over three decades in eight United States and Canadian High Schools as seen through the eyes of over 200 teachers and administrators.

Firstly, sustainable leadership matters. It creates and preserves sustaining learning, going beyond temporary gains in achievement to create lasting, meaningful improvements. Sustainable leadership can and does make a difference.

Secondly, sustainable leadership lasts. This simply means planning and preparing for succession not as an afterthought, but from the first day of a leaders appointment. Sustainable leadership does not reside in charismatic or heroic individuals but rather spreads beyond individuals and connects the actions of leaders to their predecessors and successors.

The third principle is that sustainable leadership is socially just. It benefits all students and schools not just the minority at the expense of the majority. The leader cannot focus only on their particular

_____________________________________________________David McNeale

Page 8 of 21

school or students. It is about being responsible to the students and schools that ones own actions affect in the much wider community. Sustainability is more than the leader and their school. There is a mutual influence between all of the elements of school and community.

Sustainable leadership is resourceful. It must provide both intrinsic rewards and extrinsic incentives that attract and retain the best current and future leaders. Pragmatically, it provides time and opportunity for leaders to network and support one another and coach and mentor their successors. Sustainable leadership systems take care of their leaders and encourage leaders to take care of themselves. Leadership can be sustainable only if it sustains leaders themselves.

Sustainable leadership promotes diversity and capacity. This is achieved by cultivating and recreating an environment that has the capacity to inspire continuous improvement on a much broader front. It allows people to thrive and adapt to the environment by learning from one another. It provides networks for sharing and cross-fertilisation of ideas and processes.

Sustainable leadership is activist. By this it is meant that the school leadership influences the environment that influences it by activating the professional and personal networks already in existence, building strategic alliances within the community, openly and publicly communicating. As Hargreaves and Fink point out, It is when the environment is most unhelpful, that sustainable leadership most needs to have an activist dimension.

Sustainable leadership is vigilant. It constantly monitors the environment to check for deterioration or decline. Through the collection and review of various evidence and data, the leader must check to ensure the school is remaining healthy. The sustainable leader regularly checks data such as test scores, attendance rates, retention, achievement results, students and parent satisfaction to watch for early signs of danger. Sustainable leaders are vigilant leaders.

Sustainable leadership respects and builds on the past. It must respect, protect, preserve and renew all that is valuable in the past and learn from it in order to build and shape the future. It is about the past and the future at the same time. Sustainable leadership should always honour and learn from the past but never blindly sanction it. Look to the past for precedents and for what may have succeeded or failed.

_____________________________________________________David McNeale

Page 9 of 21

Sustainable leadership is patient and persevering and does not expect instant success or gratification. In a world that devours instant gratification, sustainable leadership resists these cravings in order to fulfil the moral purpose of authentic, lasting and widespread success.

Lastly, sustainable leadership spreads and sustains the leadership of others. One way for leaders to leave a lasting legacy is to ensure that others share and assist in developing their vision. This means distributing leadership throughout the schools community. Leadership cannot rest of the shoulders of one person.

Distributed leadership is not delegated leadership. Hargreaves and Fink refer to it as a sophisticated web of interrelationships and connections. There is still the need for strong leadership by individuals and they are more in the manner of the inspirational leader who brings the community together and gets them to believe in what they can achieve themselves. This kind of leadership comprises a network of relationships among people, structures and cultures.

Teachers must view themselves as being, and be encouraged to be leaders of classrooms and colleagues early in their careers. Leadership must be a shared responsibility that creates a culture of opportunity, initiative, new direction and innovation. Distributed leadership can and should extend beyond the teachers to the students and parents who all take responsibility for the school. As Fullan (2002) suggests:

Sustainability depends on many leaders, and thus, the qualities of leadership must be attainable by many, not just a few.

_____________________________________________________David McNeale

Page 10 of 21

3.

Leadership Competencies and Capabilities

The Australian Principals Associations Professional Development Council (2000) defines a competency as:

The underlying characteristic that enables someone to perform a specific job. A competency is not a task, it is what enables a person to do a task.

Usually built around a set of behavioural dimensions, leadership competency models vary in their scope and usage. They may form the basis for professional development of leaders and aspiring leaders, set the standards for how leadership should be demonstrated, measure performance, career management tools, succession planning programs, baseline criteria for selection, promotion and, in some cases, remuneration. As interest in leadership and leadership development grew in the 1990s, the use of competency models also grew. It was seen, at this time, that organizations needed clear definitions of the skills and behaviours that they should and could expect of their current and aspirant leaders.

Conger and Ready (2004) explain that the popularity of the competency models is that they offer clarity, consistency and connectivity. Clarity enables the organization to set unambiguous expectations about the types of behaviours, capabilities and values that are essential to the leadership role. The second benefit, consistency, provides a common framework and language for communicating and implementing the schools leadership development plan. Through this commonality, quantifiable data allows for a uniform measurement across leaders in the same system. The third advantage lies in the connectivity to other processes such as management of performance and feedback processes commonly termed appraisal or performance review, highpotential identification, succession management and planning.

Many countries, states and systems have developed their own particular competency models. To name only a few: the United Kingdom has the National Standards for Headteachers (2004), New South Wales Department of Education and Training uses the School Leadership Capability Framework (2003), Education Queensland has adopted the Standards Framework for Leaders (1997), Victorias Department of Education and Training use the School Leadership Capabilities (2002) and the Catholic Education Office, Sydney uses the Catholic Schools Leadership Framework (2001).

_____________________________________________________David McNeale

Page 11 of 21

Each of the models noted above cluster various characteristics together to form what is termed variously as domains, elements, roles or key areas. Whilst the clustering, terminology, layout and detail may be different, the particular competencies have a similar identity or descriptor. The commonalities in competency clustering amongst those listed previously are

1. Personal (professional values and ethics, relationships, community building, communication, resilient, see the big picture, balance personal / professional life, etc); 2. Educational (maximises student learning, pedagogical knowledge, learning culture development, curriculum balance and quality, etc); 3. Strategic (building vision, mission, strategic planning, building leadership, developing cultures of reflection and improvement, cultures of change, etc); 4. Organisational (effective operation, staffing, resource management, accountability, policy development, statutory requirements, financial management, enrolments, etc)

As could be reasonably expected, the Sydney Catholic Education Office includes the dimension of religious leadership. Through this, the competencies include articulating and promoting the mission of the Church, providing leadership in Religious Education, the integration of values into school life, nurturing the sacramental life of the school, promoting social justice and leading as a Christian leader.

Whilst the benefits of the competency frameworks are easy to see, there are limitations. Conger and Ready provide three limitations complicated, conceptual and built on current realities. The model attempts to capture the almost complete set of managerial and leadership behaviours and in so doing makes the framework overly complicated by containing too many dimensions. Whilst the multiple competencies may detail the reality of the position, they create a blurred image of which competencies are priorities and also dilute attention.

The second limitation has the framework based on the concept of a super-leader capable of functioning at an exceptionally high level in all situations at all times. This appears to have come about in how the competencies were arrived at. In attempting to identify the fullest possible range of skills or behaviours, the list of competencies grew exponentially. Whilst some leaders may have exhibited a greater range of competencies than others, few leaders possessed all the competencies at the highest levels. The dilemma is that few leaders are outstanding in the full range of competencies as listed in the framework.

_____________________________________________________David McNeale

Page 12 of 21

The final limitation is that of currency. The framework focuses on current leadership behaviours using the present high-performing leaders as the benchmark. Yet, these same competencies may not be appropriate for the aspiring leader. The future leader may well need different skills and behaviours and yet they are being identified and assessed against an older set of competencies.

Louden and Wildy (1999) identified a slightly different set of limitations. Firstly, they say, the frameworks attempt to divide the complex set of performances into hierarchical lists of dispositions, knowledge, or duties. The consequence of long hierarchical lists is to fragment professional performance. Despite warnings in each of the listed frameworks to not view the lists as fragmentary does not overcome the problem of fragmentation. It is certainly possible and probable that in a single activity, a leader may demonstrate a vast range of competencies that appear as separate and distinct items on separate lists.

Their second objection is that the competency frameworks separate the performance from the context within which it happens. For any particular competency, the context in which it occurs will vary the nature of the performance required of the leader. When stated in a general form, a particular competency will appear to be quite obvious and separate but when placed into different contexts it may well require a quite distinct and separate range of knowledge, skills and behaviours.

Louden and Wildy state that their third objection is that the wording of the competencies implies a degree of precision difficult to realise in real professional contexts. The wording of the competency implies a level or standard of performance and yet there is little or nothing in the wording to use as a measure of compliance, achievement or otherwise of that competency. What counts to demonstrate the possession of the competency or to what degree the competency may have been achieved? This is not made clear and it can only be made clear by more detailed specification of the conditions under which it may be performed. The framework separates those leaders who reach the standard and those who do not. There is no scope to place the achievement or otherwise on a continuum of development or progression.

In Framing leadership in Queensland Catholic Schools, Gayle Syry and Patrick Duignan (2003), state that participants in their study saw the competency-based frameworks as being too narrow and simplistic. Leadership was seen as being dynamic and situational and not so highly specified as the frameworks give. There were also some concerns that the lists of competencies added to the expectations of leadership by adding more and more to the role. In addition, it was also noted that it could be possible that some important aspects of leadership could be omitted or ignored simply

_____________________________________________________David McNeale

Page 13 of 21

because they may be too difficult to specify or measure. To counter this, the participants recommended that the Queensland framework should identify dimensions (broad descriptors of responsibilities) and capabilities (the knowledge, skills, attitudes and qualities) necessary to be a successful leader.

Stephenson (cited in Duignan, 2004; Spry & Duignan, 2003) defines capabilities as:

an all round human quality, an integration of knowledge, skills, personal qualities and understanding used appropriately and effectively not just in familiar and highly focused specialist contexts but in response to new and changing circumstances.

He argues a distinction between competency and capability by pointing out:

competency is about delivering the present based on past performance; capability is about imagining the future and bringing it about. Competency is about control; capability is about learning and development. Competency is about fitness for (usually other peoples) purpose; capability is about judging fitness of the purpose itself.

Capability is not a list of preordained competencies to be used by the leader to solve a particular issue in the school. It does, however, indicate a dynamic capacity to respond to the changing circumstances and attempt to improve those circumstances. Capability is about improvement, making conditions better and making a difference. As Duignan puts it, capability is concerned with taking action to bring about positive change in order to improve, learn, grow and change people and contexts. Leadership capability is primarily concerned with extending peoples capabilities so that they can lead valued and meaningful lives and, through this, make a significant difference in the lives of those people surrounding them.

Spry and Duignan developed a set of four key leadership capabilities being personal, relational, professional and mission. Many of the activities undertaken by the principal in the course of their work can be classified under several, if not all, the dimensions in their framework. They say that there is general agreement that these capabilities are at the heart of leadership in Queensland Catholic schools. Each of the four capabilities is then broken down to further exemplars

_____________________________________________________David McNeale

Page 14 of 21

1. Personal (displays imagination and personal vision, seeks spirituality, shows optimism and confidence, demonstrates courage and resilience, etc); 2. Relational (demonstrates emotional maturity, cultivates productive working

relationships, communicates with influence, displays a trusting disposition, etc); 3. Professional (inspires a communal purpose and vision, engages strategic thinking, enlarges the capacity for change, displays curriculum know-how, etc); 4. Mission (commits to a personal journey of faith, gives witness to Gospel values, cultivates the schools Catholic identity, builds relationships with local church and agencies, etc).

_____________________________________________________David McNeale

Page 15 of 21

4. Changing Roles of Leadership

DArbon et al (2002), in discussing the changing context and role of the principal state that over the past twenty years the changes that have taken place in economic, social and political dimensions of society have very commanding and sustained consequences for school leadership and teaching. As a result of these changes, the role of principals has been redefined and expanded. The International Confederation of Principals annual conference in 2001 reviewed the changing role of schools and therefore principals:

Many of today's schools feed, counsel, provide health care for body and mind, and protect students while they also educate and instruct. The principal is expected to be legal expert, health and social services co-ordinator, fundraiser, diplomat, negotiator, adjudicator, public relations consultant, security officer, technological innovator, and top notch resource manager whose most important job is the promotion of teaching and learning. (Flockton, 2001, cited in Dorman & D'Arbon, 2003b)

The International Confederation of Principals again in 2001 undertook a study of the roles of principals across a number of countries. Whilst there was variation due to cultural, geographical and economic conditions, there were elements common to the role of principal.

The first element is the acceptance of a fundamental responsibility for the quality of the learning underpinning the foundation of the school. The second element was to develop, nurture, and maintain excellent relationships with all members of the school and wider community. Accountability for the quality of the quality and effectiveness of the teaching/learning process was the third element. The creation and maintenance of a holistic integration in a learning environment of intellectual, vocational, spiritual and broader developmental needs of all students was also seen to be vital element. Another element is to maintain a positively oriented and physically safe learning environment for all members of the school. Being a role model for the profession is the fifth element. Finally, the use of effective processes to determine strategic directions and to set pragmatic whole-school goals is essential to the role of principal.

Yet it is not as simplistic as viewing the role as seven discreet and simply defined elements. Lipham, Hoeh and Rankin (1985 cited in Daresh, Gantner, Dunlap, & Hvizdak, 2000) describe the role of the principal as one that is continuously being defined and redefined through the constant

_____________________________________________________David McNeale

Page 16 of 21

daily interactions of the principal with the individual and collective members of the school community. Thus, they say, role definition is often problematic as the role definition is a work in progress and there is no clear and fixed interpretation. The role, whilst there may be some very general guidelines, expectations and limitations, is quite fluid and changeable from moment to moment, day to day, school to school and principal to principal. Daresh et al liken the role of principal as trying to pull together numerous loose ends.

Goodwin, Cunningham and Eagle (2005) in researching the changing role of the secondary principal in the United States, reported a number of changes in the role. These were More collaboration in decision making; An eroding authority; Becoming an agent of change; Additional responsibility; Conflicting community demands; Expanded working week.

The general causes of these changes were seen as falling into two groupings. Social forces such as family structure, family expectations, lessening of personal responsibility, increased diversity and external relations made up the first causal group. Policy issues such as various state and federal legislations were the second grouping. What was seen as a result of these changes included an increased management responsibility, a longer working week, a higher need to obtain resources from external sources, increased levels of frustration and less enthusiasm for the job. They state that there are a number of negative effects as a direct result of these changes in the principalship being an increased responsibility without an increase in authority, an imbalance between management and leadership despite the increase in working hours, an increase in role ambiguity and complexity, and declining morale and enthusiasm.

A study by Cranston, Ehrich and Billot (2003) of the secondary school principalship in Australia and New Zealand found very similar results. Their findings indicated that for principals in Australia and New Zealand Pressure in the role and the weekly number of hours worked had increased when compared with previous years; Role overload, role ambiguity and role conflict now characterised the role;

_____________________________________________________David McNeale

Page 17 of 21

Most of the working hours were devoted to management and administration and staffing issues.

They define role overload as being too much to do. Role ambiguity is defined as the lack of clarity of what the role is about or the expectations on the leader. Role conflict is the tension and conflict between what the leader thinks they should be doing and what others expectations might be.

The three findings appear to be closely interrelated. Cranston et al point out that principals have been required to draw on both leadership and managements skills in response to a large number of educational reforms which in turn have led to enhanced responsibilities and accountabilities for schools and their leadership. For principals, then, it has meant a greater need to consult and collaborate with the school communities regarding the decisions affecting the school and an almost pragmatic imperative to delegate and empower others in the school to share the responsibilities of leadership.

Cranston, Ehrich and Billot surveyed 108 Queensland secondary school principals and 240 New Zealand secondary school principals. They compared and contrasted the role of the principal in a typical week (how they actually spent their time) to that of the preferred week (what the ideal week would see them engaged in). Management and administration, staffing issues and parent or community issues, dominated the role of the principal in the typical week. The role of the principal in the preferred week would see a significant focus on strategic and educational or curriculum leadership as well as parent or community issues. The significant difference between the typical and preferred week was the impact and time spent on managerial, administrative and staffing issues.

Their data suggested that management and administration have a higher importance than principals would prefer. Respondents suggested that they would like the role to be more concerned with leadership, while the system expects both leadership and management roles. Principals from both countries desired more time to devote to leadership and less time for management and administration. A strong current throughout their data was the huge juggling act principals have to contend with as they undertake the leadership and management dimensions of their work. One of the tensions facing principals is whether the time, effort, energy and loyalty lie with leadership or management.

Cranston et al cite a number of other studies that found the dominant role played by principals is in the managerial area rather than oriented towards educational leadership issues. Principals would, of

_____________________________________________________David McNeale

Page 18 of 21

course, find it difficult to be deeply involved in curriculum leadership when there is a huge volume of managerial tasks that require their immediate and prioritised attention. As Thomson (2004) put it:

It is hard to maintain a view of oneself as a teacher if one spends most of the time engaged in managerial tasks.

McInerney (2003) states that the role of the principal is changing:

There is little doubt that principals are under increasing pressure to redefine their roles in terms of corporate responsibilities and business values, rather than some outdated commitment to social justice.

Principals lamented how their roles were being redefined in line with the role of business managers rather than as educational leaders. They were also finding themselves in the business of marketing their schools in a now highly competitive environment. A far greater regime of accountability due to the policies of economic rationalism meant an increased focus on financial administration. Legislative imperatives and mandates changed the locus of control of curriculum and assessment from the school to the government agencies responsible for curriculum development (not curriculum implementation).

Fullan (2006), in discussing the role of the Irish principal as concluded in the HayGroup report, says that the current elements of the role as listed in their statutory provisions is not clear and does not provide a sharp focus. He states:

There is a strong perception throughout the ranks of the principal generally that the role has become extremely difficult if not impossible to deliver effectively. This perception appears to derive from the lack of clarity around the role and a lack of time and resources.

The role of the Australian Catholic school principal is likewise difficult if not impossible to deliver effectively for similar reasons. Complicating the issue of changing role and leadership of Catholic schools is a set of factors peculiar to the Catholic Church, its education system and its response to a very rapidly changing education system and landscape.

_____________________________________________________David McNeale

Page 19 of 21

There has been a steady decrease in the availability of Religious principals in New South Wales Catholic schools. This has then meant a corresponding increase in lay principals for these schools. In 1994 there were 140 Religious principals representing 24% of the principals and 451 lay principals representing 76% of principals. By 2004, this number had shown a dramatic change with 51 Religious principals (9%) and 533 lay principals (91%) (Conference of Diocesan Directors, 2005).

Principals of Catholic schools have particular obligations within their role. The spiritual or faith dimension is, of course, of paramount importance and is well articulated in the policy statements of various dioceses. The Armidale Catholic Schools Office policy on the role of the Catholic school principal (Armidale Diocesan Schools Commission, 2005) says in part:

The principal of a Catholic school is both a spiritual and an educational leader whose highest priority is to see that the goals of Catholic education are realised. The principal is the local educational leader who has spiritual, educational, administrative and interpersonal roles and responsibilities in his / her school. In the execution of these roles and responsibilities the principles of collegiality and subsidiarity should be emphasised to promote the concept of shared ministry and teamwork within the school community.

Church expectations that principals be leaders of a faith community and overtly practice their faith in a traditional sense, places many expectations on principals that do not exist in the wider secular school settings. This is happening at a time when there is a serious decline in the numbers of available and active priests, the average age of priests continues to rise and the decline in numbers of practicing Catholics. In addition to this, the perception of young people that the institutional church has little or no relevance to them brings into focus the fundamental question of whether it is at all possible for the Catholic school to be a genuine community of faith in the present climate of change and uncertainty. Yet the expectations of the principal have remained the same with almost surreal, unrealistic demands on school principals by the Church (Dorman & D'Arbon, 2003a).

_____________________________________________________David McNeale

Page 20 of 21

BIBLIOGRAPHY
APAPDC. (2000). Leaders and their Learning: National Framework of Competencies for School Leaders. Hindmarsh, SA: APAPDC. Canavan, K. (2001). Building Blocks for Leadership succession in Catholic Education. Leadership Succession Series(61), 1-11. Commission, A. D. S. (2005). Policy Statement: Role of the Catholic School Principal in the Armidale Diocese. Retrieved 10th May, 2006, from www.arm.catholic.edu.au Conference of Diocesan Directors, N. S. W. (2005). Principals, 1994 - 2004 NSW Catholic Schools. Sydney: Conference of Diocesan Directors. Conger, J. A., & Ready, D. A. (2004). Rethinking Leadership Competencies. Leader to Leader, 2004 (32), 41-47. Cranston, N., Ehrich, L., & Billot, J. (2003). The Secondary School Principalship in Australia and New Zealand: An Investigation of Changing Roles. Leadership and Policy in Schools, 2(3), 159-188. D'Arbon, T., Neidhart, H., Dorman, J. P., & Carlin, P. (2002). Principal Succession in Catholic primary and secondary schools in Victoria, South Australia and Tasmania: opportunities and challenges. Paper presented at the Australian Association for Research in Education Conference. Retrieved 24th March 2006. Daresh, J. C., Gantner, M. W., Dunlap, K., & Hvizdak, M. (2000). Words from "the trenches": Principals' perspectives on effective school leadership characteristics. Journal of School Leadership, 10(1), 69-83. Dorman, J. P., & D'Arbon, T. (2003a). Assessing Impediments to Leadership Succession in Australian Catholic Schools. School Leadership and Management, 23(1), 25-40. Dorman, J. P., & D'Arbon, T. (2003b). Leadership Succession in New South Wales Catholic Schools: identifying potential principals. Educational Studies, 29(2/3), 127-139. Duignan, P. (2004). Forming capable leaders: From competencies to capabilities. New Zealand Journal of Educational Leadership, 19(2), 5-13. Fullan, M. (2002). Principals as Leaders in a Culture of change. Educational Leadership (Special Issue), 1-15. Fullan, M. (2006). Quality Leadership <==> Quality Learning: Proof Beyond Reasonable Doubt. Cork: Irish Primary Principals' Network. Goodwin, R. H., Cunningham, M. L., & Eagle, T. (2005). The Changing Role of the Secondary Principal in the United States: An Historical Perspective. Journal of Educational Administration and History, 37(1), 1-17. Hargreaves, A. (2004). Sustainable Change. Retrieved 05th April http://hkusub.hku.hk/~cel2004/proceedings/017-AndyHargreaves.doc 2006, from

_____________________________________________________David McNeale

Page 21 of 21

Hargreaves, A., & Fink, D. (2003). Sustaining Leadership. Phi Delta Kappan, 84(9), 693-700. Hargreaves, A., & Fink, D. (2004). The Seven Principles of Sustainable Leadership. Educational Leadership, 61(7), 8-13. Louden, W., & Wildy, H. (1999). Short shrift to long lists. An alternative approach to the development of performance standards for school principals. Journal of Educational Administration, 37(2), 99-120. McInerney, P. (2003). Moving into dangerous territory? Educational leadership in a devolving education system. International Journal of Leadership in Education, 6(1), 57-72. Education Queensland. (1997). Standards Framework for Leaders. Brisbane: Education Queensland. Department of Education and Skills. (2004). National Standards for Headteachers. Retrieved 25th February 2006 Spry, G., & Duignan, P. (2003). Framing leadership in Queensland Catholic Schools. Paper presented at the Conference Name|. Retrieved Access Date|. from URL|. Catholic Education Office, Sydney. (2001). Catholic Schools Leadership Framework: Core Competencies and Key Elements. Sydney: Catholic Education Office. Thomson, P. (2004). Severed Heads and Compliant Bodies? A speculation about principal identities. Discourse: studies in the cultural politics of education, 25(1), 43-59. Department of Education and Training. (2002). Summary: School Leadership Capabilities. Melbourne: Department of Education and Training. NSW Department of Education and Training. (2003). School Leadership Capability Framework. Retrieved 25/02/06